Copyright © 2018, IJER, p-ISSN 2541-2132, e-ISSN: 2541-2159 The Development of Integrated Learning Model To Improve Language Skills at Arabic Language
Available online at: http://ijer.ftk.uinjambi.ac.id/index.php/ijer
IJER, 3 (1), 2018, 9 – 14
The Development of Integrated Learning Model To Improve Language
Skills at Arabic Language
Yogia Prihartini1*, Wahyudi2
1
Prodi Bahasa Arab, Fakultas Tarbiyah dan Keguruan, UIN Sulthan Thaha Saifuddin Jambi,
Jl. Lintas Jambi - Muara Bulian Km. 16, Mendalo Darat, Jambi Luar Kota, Kota Jambi, Jambi 36363
2
Prodi Sastra Arab, Fakultas Adab dan Humaniora, UIN Sulthan Thaha Saifuddin Jambi,
Jl. Lintas Jambi - Muara Bulian Km. 16, Mendalo Darat, Jambi Luar Kota, Kota Jambi, Jambi 36363
Abstract
This research has purpose to understand learning implementation condition at department of Arabic
language, at FTK UIN STS Jambi, and trying to develop an integrated learning model for classroom
learning teaching process in effort to increase Arabic scientific mastering. Object of study are students of
Arabic language, at FTK UIN STS Jambi in 1 (first) and 3 (third) semester amount to 60 person.The
method of this research is research and development method. The process performed in this research is to
design and develop an integrated learning model in instructional field, after obtaining illustration and
data from survey conducted to studied objects. Based on reality in field it showed that Arabic learning in
departement of Arabic literature must still be improved. One methode is to developing the integrated
learning model that can combine Arabic sciences into learning process, therefore it can be expected that
students could appreciate Arabic sciences in comprehensive way. We hope this reaserch findings can be
inputs for considering as an alternative in effort to develop an integrated learning model in Arabic
instructional process.
Keywords: Development, Integrated Teaching, Arabic Language Skills
1. Introduction
A central concept which marked a university lies
in its educational transmission and development,
because here is where knowledge is found, kept,
inherited, and applied. Learning implementation in
universities need to continue according to the
development of ages.
Besides, learning implementation in universities
happen trough continuous, phased, and in turn procedure
which fits the aimed objective; beginning from
curriculum development, research implementation, to
community service. A crucial thing in learning
implementation in university is the development of
curriculum. For that, a relevant curriculum development
needs to be invented.
In Indonesia, Arabic is one of the foreign
language taught in formal educational institution,
formal, such as Islamic Elementary School, Islamic
Middle School, Islamic High school, High School, and
other various Islamic Universities and regular
-----------------------------------------------------------------*)
Corresponding Author
E-mail: yogia_prihartini@yahoo.com
Universities, Arabic is also taught in non-formal
educational institutions, such as islamic boarding
schools, and other various islamic educational
institutions.
But according to Azyumardi Azra (1998: 126),
students’ Arabic mastery is relatively low. This is due to
the traditional method used in teaching Arabic. What
was taught are not language education, but language
science. The language education emphasizes more on
the grammatical aspect rather than practical, whether
written, or spoken.
In order to acquire Arabic skills in listening,
reading, writing, and speaking, some language science
need to be learned. Some of the basics of Arabic that
needs to be learned are: 1) nahwu, used to understand
the change in structure and last character’s harakat, 2)
sharaf, used to understand the words’ derivation and
their transformations, 3)muthala’ah, used to master basic
listening and writing skills, 4) muhadatsah, used for
speaking skill mastery, 5) insya’, used for writing skill
mastery.
So far, Arabic learning method which is suitable
and effective in increasing muthala’ah, muhadatsah,
insya’, nahwu, and sharaf, has not been found. All of
Copyright © 2018, IJER, p-ISSN 2541-2132, e-ISSN: 2541-2159
IJER, 3 (1), 2018, 10
those skills are connected to each other, which mean an
integrated learning model needs to be developed.
If we see from curriculum aspect in universities,
Arabic used separated subject learning model (which
means the learning is separated based on subject). This
model development has an implication towards the
mastery of languages, making them harder to acquire.
Some students understand muthala’ah more than
muhadatsah or vice versa. This results in students’
diversity in mastering skills. Even though in language
education, all of the above skills need to be acquired.
There are two learning models of Arabic
learning, which is separated learning and integrated
learning. In the former model, language is taught
separately, for example, muthala’ah is taught on a
standalone subject, as well as muhadatsah, and other
Arabic learning materials. While the later, the integrated
learning model, tried to combine all of those materials
so that it can increase the students’ skills
comprehensively, with an integrated material.
Because of the reasons above, an integrated
model needs to be developed without changing the
original curriculum. That integrated model try to
combine the language science with other language
subjects taught in class.
2. Method
2.1. Steps and Method of Research
This research is aimed at the development of
one model, which is the integrated learning. The
research method used in this research is the research and
development. What research model means here is: “a
process used to develop and validate education
products” (Borg & Gall (1979:624)). The process done
in this research is designing and developing an
integrated learning model.
Borg & Gall (1979:626) proposed 10 steps in
research and development:
a. Information gathering research
b. Planning
c. Designing prototype
d. Introductory experiment
e. Revision of introductory experiment
f. Operational experiment
g. Revision of operational product
h. Dissemination and distribution
On this research those steps will be simplified
into three steps:
a. Introductory study
The activities done are:
a. Studying several literatures to acquire a
blueprint for integrated learning model.
b. Dong pre-survey to the field to acquire the
image of Arabic learning condition and
other factors that affect it, such as
curriculum, syllabus, lecturers, students,
learning processes, and available tools and
devices.
b. Model Planning and Compiling
The activities done are:
a. Designing integrated learning model which
includes: (1) material; (2) purpose; (3) teaching
method; (4) teaching strategy; (5) learning
media; (6) assessment tool.
b. Planning field experiment which includes: (1)
the form of activities; (2) place; (3) time.
c. Compiling prototype draft which includes: (1)
objective; (2) theme; (3) material; (4) activity
order; (5) assessment tool.
d. Discussing with lecturers to repair the
prototype model, so that it will be an
experiment-ready prototype draft.
e. Limited quality testing (if necessary).
c. Model Experimentation
The activities in this limited experiment are the
implementation of model design in a class, evaluating,
and revising to perfection. The activities in a wider scale
experiment are doing pre-test, model design
implementation, evaluation, post-test, and finally
revising for perfecting, to acquire an fine integrated
learning model.
2.2. Research Subjects
In model development, lecturers and students
are included whether in limited experiment or wider
scale experiment. In limited experiment followed by 30
1st semester students, guided by a lecturer. While the
wide experiment was followed by 60 3rd semester
students guided by two lecturers.
2.3. Data Collection Tool and Technique
The data collection and analysis used in this
research can be explained as follows:
1. Documentary study, used to collect
documentary data about curriculum
(syllabus, Arabic science schedule) and
student’s background (academic skill,
education) and other written data.
2. Questionnaires used as a tool to collect
documentary data about curriculum
experts, lecturers’ and students’ opinions
about the developed integrated learning
model.
3. Interview, used as a qualitative data
collection tools for in depth data learning
which is received from questionnaires, and
various problems faced in curriculum
implementation.
Copyright © 2018, IJER, p-ISSN 2541-2132, e-ISSN: 2541-2159
IJER, 3 (1), 2018, 11
4.
5.
Observation, used to find out the lecturers’,
environment’s and available tools’
condition.
Test, used to acquire data about students
learning result.
2.4. Data Analysis
The introductory stud data collected from
various data collecting tools will be processed and
analyzed with in depth learning and looking at the
tendency, so that a blueprint of the curriculum and
Arabic science activities, lecturers’ skill and the
problems they faced in curriculum implementation,
students’ learning activities, and environment and tools
utilization, can be acquired.
In limited experiment, data analysis was done
with qualitative approach in order of implementation
process evaluation, while in the wide scale
experimentation pre-test and post-test comparison
analysis was done. These test results is used as a base
for model revision, so that a suitable integrated learning
model that can be implemented in Islamic universities
can be found.
3. Results and Discussions
3.1. Arabic Learning Implementation In Arabic
Education Major
a. The main aim of Arabic learning in UIN STS
Jambi is building the students’ skill in Arabic.
The characteristics of Arabic subject in UIN STS
Jambi are:
1) Arabic is taught in every major.
2) Arabic is taught according to roster decided by
each major’s faculty.
3) Arabic language is independently managed in
Ma’had Al-Ali.
4) Learning language means learning four
linguistic skills: listening, speaking, reading,
and writing.
b. Arabic learning problems in UIN STS Jambi:
1) The non-existence of students’ basic Arabic
skill
2) The tiny amount of Arabic learning time, and
on non-effective time.
3) The lack of Arabic learning tools.
4) The amount of students on every class is too
many.
5) There is no follow up towards previous Arabic
learning process.
c. The characteristics of students who learn Arabic:
1. Having various Arabic skills background
2. Lack of motivation in learning Arabic
3. Lack of awareness of the importance of Arabic
4.
Students in Arabic major are placed in one
place, Ma’had Al-Ali
3.2 Integrated Model Implementation in Learning
Arabic
a. Prototype Composing
The prototype composing of integrated learning
model is developed by modifying syllabus that became
the reference in Arabic learning. This is due to the
syllabus used is compiled separately according to taught
discipline of Arabic language.
After conducting theoretical studies and field
observation, a prototype model of integrated learning
which includes material, objectives, learning media,
learning strategy and assessment, was made.
Before trying to implement this model into
learning process in class, several discussions with
curriculum expert and lecturers was conducted in order
for them to give their opinion, so that a suitable
integrated learning model can be found.
b. Model Implementation
After a prototype has been made and is
considered as experiment-worthy, the next step is to
implement the integrated learning model in a class. The
experiment is divided into two steps, the limited
experiment and wide scale experiment. Each of which is
done three times, until a suitable model was found.
In experiment number one, the learning process
hasn’t been developed as expected. The lecturer is still
too strict in developing an integrated learning, because
they’re still influenced by previous teaching habits. The
students are still too confused to master language
science as well, probably because the integrated learning
model is still new to them.
After a revision through learning steps detailed
explanations, the next experiment has shown significant
progress, even though some things still need to be fixed,
such as the lack of seriousness of students, and the
amount of discussion which is still dominated by
lecturer.
On the next discussion, the class is going as
expected with the discussion dominated by students, and
most of them understand the material.
c. Model Assessment and Improvement
1) Model Assessment
The developed assessment is the model form
assessment, during the model implementation process
and learning result. Assessment towards model form
was done by proposing model design which was
compiled to curriculum expert and lecturer for them to
give their assessment towards the done process through
observation, while the learning result assessment was
done through test.
Copyright © 2018, IJER, p-ISSN 2541-2132, e-ISSN: 2541-2159
IJER, 3 (1), 2018, 12
2) Model Improvement
After limited experiment and wide scale
experiment was conducted, it seemed like there aren’t
many changes towards developed integrated learning
model. This is possibly because before experiment was
conducted, several discussions and changes have been
made by giving and presenting the integrated earning
model to curriculum expert and lecturer who are
experienced in their field.
There are several model improvements done
after the experiment, such as the used teaching method
in integrated learning, which is the direct method,
translation method, grammatical method, discussion
method, and assignment giving method. Some other
improvements are as such: lecturer divided the students
into several groups so that a discussion can occur and
then the lecturer will do the assessment during the
learning process, the students also need to read related
Arabic materials aside from understanding the words
through dictionary.
Total
60
Average = 51,67
Insya’
40
12
50
24
60
22
70
2
80
Total
60
Average = 52,3
5
No.
1
1
1
2
3
4
%
6
6,7
33,3
40
13,3
6,7
100
6
3,4
10
40
33,3
13,3
100
10
26,6
56,6
3,4
3,4
100
26,6
40
23,3
10
-
100
480
1200
1320
140
3140
20
40
36,6
3,4
100
Final Test Result
No.
Subject
1
1
2
Muthala’ah
3.3. Integrated Learning Result Towards Arabic
Language Mastery
Introductory Test Results
Subject
Score
F
fx
(x)
2
3
4
5
Muthala’ah
40
4
160
50
20
1000
60
24
1440
70
8
560
80
4
320
Total
60
3480
Average = 58
2
3
4
5
Nahu
40
2
80
50
6
300
60
24
1440
70
20
1400
80
8
640
Total
60
3860
Average = 64,3
Sharaf
40
6
240
50
16
800
60
34
2040
70
2
140
80
2
160
Total
60
3380
Average = 56,3
Muhadatsah
40
16
640
50
24
1200
60
14
840
70
6
420
80
-
3100
1
2
1
3
1
4
1
5
Score
(x)
3
50
60
70
80
90
100
F
4
2
4
12
24
16
2
Total
60
Average = 79
2
3
4
Nahwu
50
60
4
70
10
80
18
90
20
100
8
Total
60
Average = 83
2
3
4
Sharaf
50
60
4
70
14
80
20
90
18
100
4
Total
60
Average = 80,6
2
3
4
Muhadatsah
50
4
60
4
70
10
80
24
90
14
100
4
Total
60
Average = 78,6
2
3
4
Insya’
50
2
60
6
70
10
fx
%
5
100
240
840
1920
1440
200
4740
6
3,3
6,7
20
40
26,7
3,3
100
5
240
700
1440
1800
800
4980
6
6,7
16,7
30
33,3
13,3
100
5
240
980
1600
1620
400
4840
6
6,7
23,3
33,3
30
6,7
100
5
200
240
700
1920
1260
400
4720
6
6,7
6,7
16,6
40
23,3
6,7
100
5
100
360
700
6
3,3
10
16,7
Copyright © 2018, IJER, p-ISSN 2541-2132, e-ISSN: 2541-2159
IJER, 3 (1), 2018, 13
80
90
100
20
18
4
Total
60
Average = 79,6
1600
1620
400
4780
33,3
30
6,7
100
The table above shows that the lowest average is
78,6 in muhadatsah subject, and the highest average is
83 in nahu subject out of a total score 100. The counting
result using the help of computer program SPSS for
Windows version 10.0, shows that for muthala’ah, nahu,
sharaf, muhadatsah and insya Arabic subject t-count of
53,020 with pt-table of 2,662,
and probability 0,000
IJER, 3 (1), 2018, 9 – 14
The Development of Integrated Learning Model To Improve Language
Skills at Arabic Language
Yogia Prihartini1*, Wahyudi2
1
Prodi Bahasa Arab, Fakultas Tarbiyah dan Keguruan, UIN Sulthan Thaha Saifuddin Jambi,
Jl. Lintas Jambi - Muara Bulian Km. 16, Mendalo Darat, Jambi Luar Kota, Kota Jambi, Jambi 36363
2
Prodi Sastra Arab, Fakultas Adab dan Humaniora, UIN Sulthan Thaha Saifuddin Jambi,
Jl. Lintas Jambi - Muara Bulian Km. 16, Mendalo Darat, Jambi Luar Kota, Kota Jambi, Jambi 36363
Abstract
This research has purpose to understand learning implementation condition at department of Arabic
language, at FTK UIN STS Jambi, and trying to develop an integrated learning model for classroom
learning teaching process in effort to increase Arabic scientific mastering. Object of study are students of
Arabic language, at FTK UIN STS Jambi in 1 (first) and 3 (third) semester amount to 60 person.The
method of this research is research and development method. The process performed in this research is to
design and develop an integrated learning model in instructional field, after obtaining illustration and
data from survey conducted to studied objects. Based on reality in field it showed that Arabic learning in
departement of Arabic literature must still be improved. One methode is to developing the integrated
learning model that can combine Arabic sciences into learning process, therefore it can be expected that
students could appreciate Arabic sciences in comprehensive way. We hope this reaserch findings can be
inputs for considering as an alternative in effort to develop an integrated learning model in Arabic
instructional process.
Keywords: Development, Integrated Teaching, Arabic Language Skills
1. Introduction
A central concept which marked a university lies
in its educational transmission and development,
because here is where knowledge is found, kept,
inherited, and applied. Learning implementation in
universities need to continue according to the
development of ages.
Besides, learning implementation in universities
happen trough continuous, phased, and in turn procedure
which fits the aimed objective; beginning from
curriculum development, research implementation, to
community service. A crucial thing in learning
implementation in university is the development of
curriculum. For that, a relevant curriculum development
needs to be invented.
In Indonesia, Arabic is one of the foreign
language taught in formal educational institution,
formal, such as Islamic Elementary School, Islamic
Middle School, Islamic High school, High School, and
other various Islamic Universities and regular
-----------------------------------------------------------------*)
Corresponding Author
E-mail: yogia_prihartini@yahoo.com
Universities, Arabic is also taught in non-formal
educational institutions, such as islamic boarding
schools, and other various islamic educational
institutions.
But according to Azyumardi Azra (1998: 126),
students’ Arabic mastery is relatively low. This is due to
the traditional method used in teaching Arabic. What
was taught are not language education, but language
science. The language education emphasizes more on
the grammatical aspect rather than practical, whether
written, or spoken.
In order to acquire Arabic skills in listening,
reading, writing, and speaking, some language science
need to be learned. Some of the basics of Arabic that
needs to be learned are: 1) nahwu, used to understand
the change in structure and last character’s harakat, 2)
sharaf, used to understand the words’ derivation and
their transformations, 3)muthala’ah, used to master basic
listening and writing skills, 4) muhadatsah, used for
speaking skill mastery, 5) insya’, used for writing skill
mastery.
So far, Arabic learning method which is suitable
and effective in increasing muthala’ah, muhadatsah,
insya’, nahwu, and sharaf, has not been found. All of
Copyright © 2018, IJER, p-ISSN 2541-2132, e-ISSN: 2541-2159
IJER, 3 (1), 2018, 10
those skills are connected to each other, which mean an
integrated learning model needs to be developed.
If we see from curriculum aspect in universities,
Arabic used separated subject learning model (which
means the learning is separated based on subject). This
model development has an implication towards the
mastery of languages, making them harder to acquire.
Some students understand muthala’ah more than
muhadatsah or vice versa. This results in students’
diversity in mastering skills. Even though in language
education, all of the above skills need to be acquired.
There are two learning models of Arabic
learning, which is separated learning and integrated
learning. In the former model, language is taught
separately, for example, muthala’ah is taught on a
standalone subject, as well as muhadatsah, and other
Arabic learning materials. While the later, the integrated
learning model, tried to combine all of those materials
so that it can increase the students’ skills
comprehensively, with an integrated material.
Because of the reasons above, an integrated
model needs to be developed without changing the
original curriculum. That integrated model try to
combine the language science with other language
subjects taught in class.
2. Method
2.1. Steps and Method of Research
This research is aimed at the development of
one model, which is the integrated learning. The
research method used in this research is the research and
development. What research model means here is: “a
process used to develop and validate education
products” (Borg & Gall (1979:624)). The process done
in this research is designing and developing an
integrated learning model.
Borg & Gall (1979:626) proposed 10 steps in
research and development:
a. Information gathering research
b. Planning
c. Designing prototype
d. Introductory experiment
e. Revision of introductory experiment
f. Operational experiment
g. Revision of operational product
h. Dissemination and distribution
On this research those steps will be simplified
into three steps:
a. Introductory study
The activities done are:
a. Studying several literatures to acquire a
blueprint for integrated learning model.
b. Dong pre-survey to the field to acquire the
image of Arabic learning condition and
other factors that affect it, such as
curriculum, syllabus, lecturers, students,
learning processes, and available tools and
devices.
b. Model Planning and Compiling
The activities done are:
a. Designing integrated learning model which
includes: (1) material; (2) purpose; (3) teaching
method; (4) teaching strategy; (5) learning
media; (6) assessment tool.
b. Planning field experiment which includes: (1)
the form of activities; (2) place; (3) time.
c. Compiling prototype draft which includes: (1)
objective; (2) theme; (3) material; (4) activity
order; (5) assessment tool.
d. Discussing with lecturers to repair the
prototype model, so that it will be an
experiment-ready prototype draft.
e. Limited quality testing (if necessary).
c. Model Experimentation
The activities in this limited experiment are the
implementation of model design in a class, evaluating,
and revising to perfection. The activities in a wider scale
experiment are doing pre-test, model design
implementation, evaluation, post-test, and finally
revising for perfecting, to acquire an fine integrated
learning model.
2.2. Research Subjects
In model development, lecturers and students
are included whether in limited experiment or wider
scale experiment. In limited experiment followed by 30
1st semester students, guided by a lecturer. While the
wide experiment was followed by 60 3rd semester
students guided by two lecturers.
2.3. Data Collection Tool and Technique
The data collection and analysis used in this
research can be explained as follows:
1. Documentary study, used to collect
documentary data about curriculum
(syllabus, Arabic science schedule) and
student’s background (academic skill,
education) and other written data.
2. Questionnaires used as a tool to collect
documentary data about curriculum
experts, lecturers’ and students’ opinions
about the developed integrated learning
model.
3. Interview, used as a qualitative data
collection tools for in depth data learning
which is received from questionnaires, and
various problems faced in curriculum
implementation.
Copyright © 2018, IJER, p-ISSN 2541-2132, e-ISSN: 2541-2159
IJER, 3 (1), 2018, 11
4.
5.
Observation, used to find out the lecturers’,
environment’s and available tools’
condition.
Test, used to acquire data about students
learning result.
2.4. Data Analysis
The introductory stud data collected from
various data collecting tools will be processed and
analyzed with in depth learning and looking at the
tendency, so that a blueprint of the curriculum and
Arabic science activities, lecturers’ skill and the
problems they faced in curriculum implementation,
students’ learning activities, and environment and tools
utilization, can be acquired.
In limited experiment, data analysis was done
with qualitative approach in order of implementation
process evaluation, while in the wide scale
experimentation pre-test and post-test comparison
analysis was done. These test results is used as a base
for model revision, so that a suitable integrated learning
model that can be implemented in Islamic universities
can be found.
3. Results and Discussions
3.1. Arabic Learning Implementation In Arabic
Education Major
a. The main aim of Arabic learning in UIN STS
Jambi is building the students’ skill in Arabic.
The characteristics of Arabic subject in UIN STS
Jambi are:
1) Arabic is taught in every major.
2) Arabic is taught according to roster decided by
each major’s faculty.
3) Arabic language is independently managed in
Ma’had Al-Ali.
4) Learning language means learning four
linguistic skills: listening, speaking, reading,
and writing.
b. Arabic learning problems in UIN STS Jambi:
1) The non-existence of students’ basic Arabic
skill
2) The tiny amount of Arabic learning time, and
on non-effective time.
3) The lack of Arabic learning tools.
4) The amount of students on every class is too
many.
5) There is no follow up towards previous Arabic
learning process.
c. The characteristics of students who learn Arabic:
1. Having various Arabic skills background
2. Lack of motivation in learning Arabic
3. Lack of awareness of the importance of Arabic
4.
Students in Arabic major are placed in one
place, Ma’had Al-Ali
3.2 Integrated Model Implementation in Learning
Arabic
a. Prototype Composing
The prototype composing of integrated learning
model is developed by modifying syllabus that became
the reference in Arabic learning. This is due to the
syllabus used is compiled separately according to taught
discipline of Arabic language.
After conducting theoretical studies and field
observation, a prototype model of integrated learning
which includes material, objectives, learning media,
learning strategy and assessment, was made.
Before trying to implement this model into
learning process in class, several discussions with
curriculum expert and lecturers was conducted in order
for them to give their opinion, so that a suitable
integrated learning model can be found.
b. Model Implementation
After a prototype has been made and is
considered as experiment-worthy, the next step is to
implement the integrated learning model in a class. The
experiment is divided into two steps, the limited
experiment and wide scale experiment. Each of which is
done three times, until a suitable model was found.
In experiment number one, the learning process
hasn’t been developed as expected. The lecturer is still
too strict in developing an integrated learning, because
they’re still influenced by previous teaching habits. The
students are still too confused to master language
science as well, probably because the integrated learning
model is still new to them.
After a revision through learning steps detailed
explanations, the next experiment has shown significant
progress, even though some things still need to be fixed,
such as the lack of seriousness of students, and the
amount of discussion which is still dominated by
lecturer.
On the next discussion, the class is going as
expected with the discussion dominated by students, and
most of them understand the material.
c. Model Assessment and Improvement
1) Model Assessment
The developed assessment is the model form
assessment, during the model implementation process
and learning result. Assessment towards model form
was done by proposing model design which was
compiled to curriculum expert and lecturer for them to
give their assessment towards the done process through
observation, while the learning result assessment was
done through test.
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IJER, 3 (1), 2018, 12
2) Model Improvement
After limited experiment and wide scale
experiment was conducted, it seemed like there aren’t
many changes towards developed integrated learning
model. This is possibly because before experiment was
conducted, several discussions and changes have been
made by giving and presenting the integrated earning
model to curriculum expert and lecturer who are
experienced in their field.
There are several model improvements done
after the experiment, such as the used teaching method
in integrated learning, which is the direct method,
translation method, grammatical method, discussion
method, and assignment giving method. Some other
improvements are as such: lecturer divided the students
into several groups so that a discussion can occur and
then the lecturer will do the assessment during the
learning process, the students also need to read related
Arabic materials aside from understanding the words
through dictionary.
Total
60
Average = 51,67
Insya’
40
12
50
24
60
22
70
2
80
Total
60
Average = 52,3
5
No.
1
1
1
2
3
4
%
6
6,7
33,3
40
13,3
6,7
100
6
3,4
10
40
33,3
13,3
100
10
26,6
56,6
3,4
3,4
100
26,6
40
23,3
10
-
100
480
1200
1320
140
3140
20
40
36,6
3,4
100
Final Test Result
No.
Subject
1
1
2
Muthala’ah
3.3. Integrated Learning Result Towards Arabic
Language Mastery
Introductory Test Results
Subject
Score
F
fx
(x)
2
3
4
5
Muthala’ah
40
4
160
50
20
1000
60
24
1440
70
8
560
80
4
320
Total
60
3480
Average = 58
2
3
4
5
Nahu
40
2
80
50
6
300
60
24
1440
70
20
1400
80
8
640
Total
60
3860
Average = 64,3
Sharaf
40
6
240
50
16
800
60
34
2040
70
2
140
80
2
160
Total
60
3380
Average = 56,3
Muhadatsah
40
16
640
50
24
1200
60
14
840
70
6
420
80
-
3100
1
2
1
3
1
4
1
5
Score
(x)
3
50
60
70
80
90
100
F
4
2
4
12
24
16
2
Total
60
Average = 79
2
3
4
Nahwu
50
60
4
70
10
80
18
90
20
100
8
Total
60
Average = 83
2
3
4
Sharaf
50
60
4
70
14
80
20
90
18
100
4
Total
60
Average = 80,6
2
3
4
Muhadatsah
50
4
60
4
70
10
80
24
90
14
100
4
Total
60
Average = 78,6
2
3
4
Insya’
50
2
60
6
70
10
fx
%
5
100
240
840
1920
1440
200
4740
6
3,3
6,7
20
40
26,7
3,3
100
5
240
700
1440
1800
800
4980
6
6,7
16,7
30
33,3
13,3
100
5
240
980
1600
1620
400
4840
6
6,7
23,3
33,3
30
6,7
100
5
200
240
700
1920
1260
400
4720
6
6,7
6,7
16,6
40
23,3
6,7
100
5
100
360
700
6
3,3
10
16,7
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IJER, 3 (1), 2018, 13
80
90
100
20
18
4
Total
60
Average = 79,6
1600
1620
400
4780
33,3
30
6,7
100
The table above shows that the lowest average is
78,6 in muhadatsah subject, and the highest average is
83 in nahu subject out of a total score 100. The counting
result using the help of computer program SPSS for
Windows version 10.0, shows that for muthala’ah, nahu,
sharaf, muhadatsah and insya Arabic subject t-count of
53,020 with pt-table of 2,662,
and probability 0,000